Draft Engaged Learning Project

B. Walsh
Title of Project: Improve Creativity in Our School
Subject(s): AP English Language
Grade Level(s): 10th grade
Abstract:
Three- or four-sentence description of your project and audience. Include a statement of what students will be doing. What
“adult/professional” role will they assume? How will the learning be situated in an authentic task?
Students will discuss and research the question: “What skills does the 21st Century student need? How can Berkmar/Gwinnett
best meet the needs of 21st Century learners?” Acting as education experts, students will write editorial opinion pieces suggesting
revisions or overhauls to the current system in order to improve current education from a student standpoint. The writing process
will be supported with exemplary models from editorials (New York Times) and multi-media selections (TedTalks and podcasts).
For the writing process, students will draft, word-process, peer review, and revise their work on Google docs. After peer review,
all students will publish their drafts to the “Schools Around the World” forum in Pen Pal Schools, to get additional perspective
and ideas from a global audience. Students will share their pen pal response with each other and use this information to create a
multimedia Public Service announcement. Working in small groups, students will share their findings with one another, evaluate
the merits of each, and create a multimedia PSA companion piece—digital poster, podcast, or video--to go with their writing for
display around the school, on the school news or on school website. Finally, students will reflect on both the writing and PSA
process and explain their authorial decisions.

Learner Description/Context:
Characteristics of the learner and description of the learning environment(s) where the learning experience will take place. Help
others “see” your local context in order to determine if they can replicate it. Include culturally-influenced interests, ways of
learning, funds of knowledge that exist among students, parents and the community. Explain how these assets will be used to
strengthen the learning experience for students.
My school is majority non-native English speakers. It’s also majority low-income, with 86% of the school on free-or-reduced
lunch—a figure which my principal believes is underreported. For this reason, my administration is more progressive (non-
traditional) in its approach to teaching the “students in the classroom.” We are an academy-model school, preparing students
for both workplace and college expectations in life after high school—about 70% of students who graduate go to two-year or
four-year colleges. I believe my students know that their teachers work hard to meet the needs of this specific population, and I
love the idea of asking them to contribute to the conversation from their unique perspectives in a way that is well thought-out and
powerful.

Time Frame: How long will this learning experience take to complete and how much class time will be dedicated to the learning
experience during this time.
This learning experience will take 4 weeks (13 class periods). Students will need to spend 2 hours revising final drafts outside of
class, the rest can be accomplished during class time.
 Week 1: reading, research, planning
 Week 2: initial draft and word processing
 Week 3: peer review, revision to final draft, Pen Pal publishing
 Week 4: Group multimedia PSA’s & written reflection
 Week 5 (one class period): Share

Standards Assessed:
What local, state, and national standards have you addressed? (Include GA technology integration standards, local technology
standards, and/or ISTE NETS-S)
Standards are from the AP English Language and Composition Course and Exam Description, Effective 2019.

Unit 8:
RHS 1.B Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

RHS 2.B Demonstrate an understanding of an audience’s beliefs, values, or needs.

STL 7.A Explain how word choice, comparisons, and syntax contribute to the specific tone or style of a text.

STL 8.A Strategically use words, comparisons, and syntax to convey a specific tone or style in an argument.

STL 7.B Explain how writers create, combine, and place independent and dependent clauses to show relationships between and
among ideas.

STL 8.B Write sentences that clearly convey ideas and arguments.
 Engaged Learning Project Draft Template
ISTE NETS-S standards
1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and collaboration Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. research, manage projects, solve problems, and make informed decisions using appropriate digital tools
and resources.
4, Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
6. Technology operations and concepts
a. Understand and use technology systems
b. Select and use applications effectively and productively

Learner Objectives: Write a statement of what students are going to know and be able to do as a result of this learning
experience and how it will be measured.

Students will be able to:

 Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.
 Demonstrate an understanding of an audience’s beliefs, values, or needs.
 Explain how word choice, comparisons, and syntax contribute to the specific tone or style of a text.
 Strategically use words, comparisons, and syntax to convey a specific tone or style in an argument.
 Explain how writers create, combine, and place independent and dependent clauses to show relationships between
and among ideas.
 Write sentences that clearly convey ideas and arguments.

The “hook” or Introduction:

A brief description of how the learning experience will be introduced to students and why the project “should” be
interesting/motivating to students.
Hook: We will watch the TedTalk “Do Schools Kill Creativity?” and discuss the extent to which Sir Ken Robinson’s ideas
apply to our school. I believe most students would agree that our schools, and schools in general, could do more to provide
room for creativity in the curriculum and in policies. Then students will work together to theorize solutions to the “creativity
crisis.” Groups will have to choose their “best solution” to present to the class, thus, introducing students to the problem-
solution structure of the larger project and presenting one possible direction for their projects.

Stakes: The question--“What skills does the 21st Century student need? How can Berkmar/Gwinnett/schools best meet the
needs of 21st Century learners?”—is an important one, one that has a direct impact on both students and teachers locally
and globally. Students should care about the answer to these questions because they are stakeholders in the current and
future states of education.

Process:
The process is the way you structure the learning to engage students in the project/learning experience goals and objectives.
How are they going to accomplish the task? What are the students doing? What is the teacher doing? How are you assessing
the process of learning? How is the student directing the learning? A sequence of unfolding events is usually provided and a
timeline is often used.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project Draft Template
Please note my school is on block schedule. Each week there is a one 50-minute class period and two 90-minute class
periods.
Week 1:
Day 1: TedTalk “Do Schools Kill Creativity?” journaling, small group, and whole class discussion (as described
above)
Day 2: Students search for a specific problem in education that speaks to them. Each student will have a laptop and
a list of curated editorial articles on the topic of education. Students will choose one article to “profile,” providing
a summary and analysis of that article. Directions and submission will take place on eClass.
Day 3: Students will come to class with the problem in education they wish to address identified. Opener: Students
will share their article profiles in small group and respond to each other’s articles with a “Say Something”
protocol. Having identified a problem in education, students will spend the class period searching for possible
solutions to their problem. Each student will have a laptop and will search databases and the shallow web for
possible solutions to their problem. At the end of the class period, students will need to post three solutions to their
problem and explain which one they believe is the best on the eClass discussion forum. Teacher will provide
feedback on potential solutions for guidance in the discussion forum or in person, time permitting.
Week 2:
Day 4: Students will analyze the teacher problem-solution model and begin drafting. This is a pre-writing day.
Teacher will provide a suggested outline for students to fill out.
Day 5: Outline/pre-writing due. Class will meet in the lab and students will begin typing their drafts. Teacher will
check outlines and address student questions a needed. Students will watch teacher-made video tutorials (Screen-
cast-o-matic) on word choice, syntax, and transitional clauses as needed.
Day 6: Class will meet in the lab to complete word-processing. Rough drafts are due at the end of class. Students
will receive instructions on how to share their Google Doc draft with the teacher.
Week 3:
Day 7: Teacher will assign students writing groups of 3-4 students based on student strengths and weaknesses and
paper topics. Teacher will have pre-shared each draft with each member of the group. Students will spend the class
period listening to instructions and requirements for peer review, which will be completed using the comment
function on Google Docs, and working on their peer reviews. Each student will read the essays of two other
students.
Day 8: In Lab. Writing conferences. I will meet with each peer review group to discuss possible improvements to
student work and to check that the peer review work is high quality. While students are not conferencing, they will
have a Grammar Up assignment to complete on independent and dependent clauses. Students may also revise their
work during this time.
Day 9: In Lab. Writing conferences. I will meet with all remaining peer review groups to discuss student work.
Students who are not conferencing should complete revisions and the Grammar Up assignment.
Week 4:
Day 10: In Lab. Students will publish their revised drafts to the PenPal Schools forum “Schools Around the
World.” Teacher will assist with instructions and trouble-shooting. Teacher will go over the multi-media and
reflection parts of the project and post instructions on eClass.
Day 11: Students will meet in multimedia groups (self-selected) to plan their projects. Students will post their PSA
project idea in the eClass discussion forum. Students will need to respond on at least 2 other group posts. Teacher
will provide project feedback either in the discussion forum or in person, time permitting. Students will begin work
on their PSA project.
Day 12: Students will have to day in class to complete their PSA’s and reflection, explain the choices the group
made in the PSA.
Week 5:
Day 13: Students will present their PSA projects to the class. Reflection assignment is due at the time of their
presentation. The class will evaluate each presentation using the PSA rubric.

Product:
 What is the end-product the students will produce? A typed, polished editorial piece (global publishing) and a
companion small group multimedia piece (school-wide publishing), and a reflection piece (personal, teacher)
 Who will use/care about the product? Students (globally); teachers and administration (locally)
 Why will the product be meaningful to students? Because they are writing for an audience who also cares about the
same ideas they do, and because students have a chance for their experiences to be validated and listened to by
adults who can do something to solve the problem
 How is technology integrated within this product? Google Docs will facilitate word processing, peer commenting,
revision, student submission and teacher evaluation. Students will publish their work online to the Pen Pal Schools
Jo Williamson, Ph.D., Kennesaw State University
 Engaged Learning Project Draft Template
“Schools Around the World” forum. Students will have their choice of multimedia technology depending on if they
choose make a podcast, video, or poster for their PSA. Additionally, students will use technology in the research
process using curated and non-curated sites and articles to find a problem in education that matters to them and to
determine the best solution to this problem.
 How will you assess the product? I will use 3 rubrics for this project. One for the writing standards and the written
product (RHS 2.B, STL 8.A, STL 8.B), one for the multimedia product (RHS 2.B); and one for the reflective
product, covering the analysis standards (RHS 1.B, STL 7.A, STL 7.B)

Technology Use: What technologies are critical to the project and how will they be used (examples: To communicate with
peers/mentors, to construct/publish original products, to analyze data, etc.) How does the proposed technology use in this
learning experience support the indicators of engaged learning?

Technology How will technology be Indicators of Engaged How does technology use
used? Learning support the indicators of
engaged learning?

Ted Talk Hook/introduction Authentic/meaningful This multimedia introduction

Culturally responsive invites all students to share in
Teacher-facilitator the conversation about how
their school should be run.
Teacher facilitates by asking
open-ended discussion students
that allow for a variety of
student answers a side-
discussions.
Search tools: Students will identify a Student-directed Students will investigate
databases current problem in education. Student-explorer possible problems and choose
(Opposing Teacher-learner/co- one to focus on. The multiple
Viewpoints), online investigator search options assist students
newspapers (New by helping them find a topic that
York Times), suits their interests and
multimedia news questions (self-directed &
sites (News ELA) student-explorer). While I am an
educator, I don’t know
everything there is to know
about education and in this
regard as students research I
will be learning new things with
them (teacher co-investigator).
Search tools: Students will identify a Student-directed Everything from the previous
databases minimum of 3 possible Student-explorer box applies here, with the
(Opposing solutions to their problem Teacher-coinvestigator addition of challenging. Here I’m
Viewpoints), online and defend the best solution Challenging asking students find multiple
newspapers (New out of the three. solutions to their problem and
York Times), determine the best solution,
multimedia news which requires students to
sites (News ELA) evaluate and weigh what they
find. It’s a more difficult
research task than the one form
the previous day (challenging).
Google Docs  Word processing Standards-based Students will be writing with on
 Peer review Student-producer Google Docs with an emphasis
(comments & Collaborative on audience and style, which are
suggesting) Teacher-facilitator the writing standards for this
 Teacher feedback Student-producer unit. Here they will produce
(comments) Seamless, ongoing original work that will be
shared with teacher and peers.
Jo Williamson, Ph.D., Kennesaw State University
 Engaged Learning Project Draft Template
 Revision (history Teacher will monitor peer
tool) feedback and students revision
 Submission (share & and suggest further revisions as
change privacy needed.
settings)
Pen Pal Schools Publishing Authentic/meaningful Students will share with
Student-producer students from around the globe
collaborative with Pen Pal Schools, a network
Performance-based of student writers who are
interested in the same theme.
Since work is shared with a real
audience the task becomes more
authentic and performance-
based since the product will be
assess based on what is
considered exemplary work.
Student pen pals will work
together to co-construct
knowledge about schools and
education.
Multimedia Students choose their method Authentic/Meaningful Students have their choice of
technology for representing their Student directed what problem/solution to
(Podcast: learning in Student teacher represent and how to represent
audacity/eClass Student producer it. The choice of topic and
audio recording) OR challenging multimedia creation hits several
(video recording Culturally responsive student roles as well as higher-
and editing) or Collaborative order thinking indicators.
other visual Generative Students work in groups to plan
representation and produce work based on
mediums (canva, their strengths (CRP) and stores
google slides) of knowledge. Plus students
will potential be sharing work
with the school with will
validate the student as a
knowledge creator.
eClass tools: Seamless, on-going Through the process of the
discussion forum, Collaborative project, I will be provide
reply to thread, Teacher-guide students with formative
feedback in the discussion
forum and students will be
responding to each other’s work
with eClass tools.

References and Supporting Material:

List materials that you used to develop this learning experience. List supporting materials that the instructor would need to
implement this learning experience. What would need to be made? (Rubrics? Videos? Samples? Books) Include links to
existing Web resources that a teacher would use to understand and implement this learning experience. (For example, if
students will be using the Little Kids Rock Website, include the URL somewhere in your template.) Use APA 6 Style.

eClass materials:
-Educational problems, curated research bank, articles and multimedia
-Educational problem research discussion forum
-Educational solution research discussion forum
-PSA idea discussion forum
-Curated multimedia options bank with instructional videos

Instructional Materials:
-Writing videos, screen-cast-o-matic
Jo Williamson, Ph.D., Kennesaw State University
 Engaged Learning Project Draft Template
Pre-writing outline
-writing requirements handout
-multimedia requirements handout
-reflection requirements handout
-Sample problem-solution essay
-Ted Talk “Do Schools Kill Creativity?”

Rubrics:
-Problem-Solution Essay Rubric
-Multimedia rubric
-Reflective rubric

Other:
Grammar Up, teacher & student accounts
PenPal Schools, teacher & student accounts

What modifications have you made since you submitted your “idea” for feedback? My last EL project idea didn’t have an
option for wider student publishing. While there was some authenticity, with the principal reading the top essays, I like the
Pen Pal School publishing option better because it’s a way all writers in the classroom to meet that authenticity threshold,
not just the top writers. Also,I’m curious to see what sort of ideas they might get about education from students in other
countries. I know my students will be curious as well. I also changed the nature of the writing prompt. In this iteration, I
made the prompt more open-ended to allow for more student choice, thus differentiating by student interest within the larger
topic of problems in education, instead of just creativity (although I still present that topic as an option). Next, I added an
alternate way to represent knowledge with the group PSA component. I added this part in for struggling writers and non-
linear thinkers to have a way to show case their strengths, even if their strength is not writing. The PSA part includes room
for student choice of product and offers students a way to share with the school, not just their pen pal. All students are still
required to write, but this way, they can translate that writing into an original product that is a different representation of
their learning. Finally, I added the reflective assignment as way unite the other two parts of this project and cover a few of
the standards that weren’t yet covered. Here students will reflect on the authorial choices they made in their writing and in
their PSA’s to explain why it is they made the choices they did, in light of their audience, their purpose, and their message.
Originally, I wanted this project to last two-weeks, but I realized that in order to reach all the indicators of engage learning
and all the standards I needed a longer timeframe.

Which indicators of Engaged Learning will be high in this lesson and Why? Student directed, authentic/meaningful,
challenging

Which indicators would you like to strengthen? Multi-disciplinary, teacher-guide

What LoTI level do you think this lesson would be and Why? LoTi 6, because I included a publishing beyond the classroom
option that increased the reach of the student product and added further authenticity.

What help would you like to receive from us? Does the timeframe for this project sound reasonable? I’m on block schedule
so I always feel rushed. My next questions is, Is it clear? I feel like I held back in the first brainstorm because I tend to
overdo it when I plan projects. Is my project too complex, does it make sense, does

Jo Williamson, Ph.D., Kennesaw State University